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Flow is a highly enjoyable state people feel when they are completely absorbed in an activity. The present study investigated the psychometric adequacy of WOLF inventory (developed to measure flow in a work setting), adapted for measuring the flow experience in an educational setting, i.e. study-related flow (WOLF-S). A sample of 394 university students completed several paper-and-pencil measures of flow and related constructs. The WOLF-S demonstrated the hypothesised three-factor structure, adequate internal consistency reliability, along with congruent and construct validity. Additionally, the results showed that students experienced flow during a wide range of activities, but academic activities, such as learning and reading, were more conductive to flow than other activities.Key words: academic; learning; optimal experience; self-report questionnaire. ---Zanesenost je izrazito ugodno stanje koje ljudi osjećaju kada su posve zaokupljeni aktivnošću koju rade. Ovo istraživanje ispituje psihometrijsku adekvatnost WOLF inventara  (razvijenog za mjerenje zanesenosti u radnom okruženju), prilagođenog za mjerenje iskustva zanesenosti u obrazovnom kontekstu, tj. zanesenosti vezane uz studiranje (WOLF-S). Uzorak su činila 394 sveučilišna studenta koji su ispunili više mjera tipa papir-olovka namijenjenih mjerenju zanesenosti i povezanih konstrukata. WOLF-S je pokazao pretpostavljenu trofaktorsku strukturu, dobru pouzdanost tipa unutarnje konzistencije, kongruentnu i konstruktnu valjanost. Uz to, rezultati su pokazali da studenti doživljavaju zanesenost tijekom vrlo različitih aktivnosti, no akademske aktivnosti kao što su učenje i čitanje bile su poticajnije za doživljavanje zanesenosti od drugih aktivnosti. Ključne riječi: akademski; učenje; optimalno iskustvo; samoiskaz.

Previous studies have suggested that only flow in the activity that one finds important contributes to well-being. This study was done in order to further investigate the role of flow in different activities and its impact on well-being in two types of students, i.e. nonworking students (NWS) and part-time working students (PWS). The sample comprised first and second year university students (85% female) at the University of Zagreb, 113 NWS and 110 PWS. Several questionnaires were administered in order to assess flow in different activities, well-being, and burnout. Also, students reported their grade point average (GPA). The results showed that in both groups flow in academic activities was the only stable positive predictor of well-being and academic achievement, and a negative predictor of burnout, in line with the finding that both groups of students assessed academic activities as the most important and most useful. Additionally, there were no differences between NWS and PWS in well-being, burnout, and GPA, suggesting that this PWS group was not yet experiencing any negative consequences of parttime working. The importance of introducing flow inducing activities in academic assignments is suggested as crucial for students' well-being.

Flow is a highly enjoyable, optimal psychological state people feel when they are so focused on a task that it amounts to complete absorption in an activity. Flow was found to be related to desirable educational outcomes as well as higher well-being. The aim of this study was to assess how often students experience flow at the faculty (during lectures, seminars and exercises, learning, preparing for presentations and other study-related activities) and in everyday life, and to assess the relationship between the flow experiences of students and their well-being. The sample comprised 176 second-year female students at the University of Zagreb, the Faculty of Teacher Education. In addition to the questions about faculty-related and unrelated flow experiences, the participants filled in two questionnaires: the Satisfaction with Life Scale (Diener et al., 1985) and the Flourishing Scale-FS (Diener et al., 2009). The results revealed that students, at least occasionally, experience flow while carrying out faculty-related activities. The participants experience flow most frequently while preparing for seminars and similar tasks as well as while preparing for exams, and least frequently during lectures. Flow experiences in non-academic activities are more frequent than in the academic activities. However, only the flow in the academic activities is positively correlated to students' well-being while there are no significant correlations between the non-academic flow experiences and wellbeing. The only significant predictor of well-being was the flow students experienced while preparing for exams. That leads to the conclusion that the flow experienced during activities related to achievement at the faculty is more important for students' well-being than the flow experienced during activities in other areas of life.

Abstract:The aim of the study is to assess the relationship between executive functions and flow experiences in learning. Female college students assessed their flow in learning activities and performed phonemic verbal fluency task (PVF) and a lexical Stroop task. Flow in learning was associated with performance on the PVF task, but not with the lexical Stroop task. In addition, flow in learning mediated the effects of verbal fluency performance on the Grade Point Average (GPA), while inhibition and controlled selective attention measured by the lexical Stroop test had direct effects on the GPA. Results suggested that the better executive functions embodied in verbal fluency task are cognitive correlates of flow. The results are also in line with the neurobiological model of flow pointing to brain regions that are suggested to be involved in language processing and the prefrontal brain region.

"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."

SažetakZanesenost je izrazito ugodno psihološko stanje koje ljudi doživljavaju kada su u tolikoj mjeri usmjereni na aktivnost kojom se trenutno bave da su potpuno njome zaokupljeni. Glavni je uvjet za pojavu stanja zanesenosti ravnoteža između izazova i vještina, pri čemu i izazovi i vještine moraju za pojedinca biti iznadprosječni. Zanesenost se najčešće istraživala u slobodnim aktivnostima, ali je ljudi doživljavaju i u aktivnostima koje su nametnute ili u njima ima manje slobode izbora, kao što su posao i obrazovanje. Zanesenost ima pozitivne posljedice ne samo na učinkovitost u različitim područjima života nego i na dobrobit pojedinca. I u akademskom je kontekstu zanesenost povezana s različitim pozitivnim ishodima, uključujući bolje svladavanje nastavnog programa, veća akademska postignuća, ali i veću dobrobit studenata. Kada je u pitanju studentska populacija, iskustva zanesenosti u akademskim aktivnostima manje su učestala nego u ostalim područjima studentskog života (slobodno vrijeme, uobičajene svakodnevne aktivnosti, povremeni posao), ali je veza između zanesenosti i dobrobiti najizraženija upravo u akademskom kontekstu. U ovom se radu daje pregled istraživanja akademske zanesenosti u studentskoj populaciji, posebno onih koja upućuju na moguće uzroke navedene povezanosti, kao što su važnost i korisnost akademskih aktivnosti za ostvarenje budućih životnih ciljeva, važnost akademskih aktivnosti za izgradnju socijalnog identiteta te smanjenje akademskog stresa i sagorijevanja.Ključne riječi: akademska zanesenost, dobrobit, socijalni identitet, akademski stres, studenti UvodPojavom se pozitivne psihologije značajno povećao broj istraživanja fenomena koji uključuju pozitivna stanja, pozitivnu osobu i pozitivnu zajednicu (Rijavec i Miljković, 2006). Analiza je objavljenih znanstvenih radova u tom području pokazala da je najviše istraživanja provedeno o dobrobiti (preko 40%), a slijede istraživanja snaga karaktera, nade, zahvalnosti, otpornosti i samorazvoja (Donaldson, Dollwet i Rao, 2015). Bez obzira na to što nije među najčešćim temama istraživanja, i stanje zanesenosti (engl. flow), kao jedno od pozitivnih stanja, također je privuklo veliku pozornost istraživača. PSIHOLOGIJSKE TEME, 27 (2018), 3, 519-541 520 Zanesenost je izrazito ugodno psihološko stanje koje ljudi doživljavaju kada su u tolikoj mjeri usmjereni na aktivnost kojom se trenutno bave da ih ta aktivnost u potpunosti zaokupi (Csikszentmihalyi, 1975(Csikszentmihalyi, /2000. To je stanje u kojem se pojedinac stapa s aktivnošću, potpuno je u nju uronjen, osjeća apsolutnu kontrolu nad njezinim izvođenjem, gubi osjećaj za vrijeme, a aktivnost postaje autotelična, tj. sama je sebi svrhom (Csikszentmihalyi i Rathunde, 1992; Nakamura i Csikszentmihalyi, 2009). Stanje zanesenosti je ugodno i zbog toga što je u tom stanju kapacitet svijesti u potpunosti usmjeren na aktivnost, pa pojedinac nema vremena za neugodne i anksiozne misli (Csikszentmihalyi, 1997).Prema originalnom modelu zanesenosti (Csikszentmihalyi, 1975(Csikszentmihalyi, /2000 da bi došlo do ...

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